Rainbow program

"Rainbow" is the only Russian comprehensive state program for preschool educational institutions that has undergone full experimental testing in 10 regions of Russia for 6 years and an independent examination by the commission of the Ministry of Education of the Russian Federation. Based on the results of the examination, "Rainbow" was recommended for mass implementation. In "Rainbow" for the first time, the tasks were set not only for the timely and full mental development of each child, but also for his emotional well-being.

"Rainbow" is a comprehensive program for the upbringing, education and development of preschool children, according to which kindergartens in Russia operate. The program ensures the comprehensive development of the child; its most important components are play and physical development, the formation of habits for a healthy lifestyle, and provision of mental comfort for each child.

The program is recommended by the Ministry of Education and Science of the Russian Federation. For all main types of activities of preschoolers, sets of manuals are provided for children of various age groups and recommendations for teachers.

For classes under this program, sets of manuals for preschoolers on all types of activities and methodological recommendations for educators have been created.

Main goals of the program:

providing the child with the opportunity to live the preschool years joyfully and meaningfully;

ensuring the protection and strengthening of his health (both physical and mental);

comprehensive and timely mental development;

formation of an active and careful and respectful attitude towards the surrounding world;

familiarization with the main spheres of human culture (work, knowledge, art, morality).

red color - physical education: during classes, habits are formed to protect one’s health, to cleanliness, neatness, order, cultural and hygienic skills and elements of self-control during movements, skills are developed for correct behavior in situations that threaten life and health, and to prevent them;

orange color - game: game is considered the leading activity of work; it allows you to provide psychological comfort and create an atmosphere of emotional warmth. security, relieve excessive organization and neuroticism in children. It allows a feeling of sympathy and interest in the playing partner to arise;

yellow color - visual activity and manual labor: - teaching visual activity and artistic labor occurs through introducing children to examples of folk and decorative arts (works of Khokhloma, Gzhel, Dymkovo toy, etc.). Children are taught to draw with pencils and paints, sculpt based on familiarity with folk sculpture;

green color - design: makes it possible to develop imagination, imagination and mentally educate the baby; children learn to build from building materials, develop constructive prerequisites, and become involved in the process of creativity in design;

blue color - musical and plastic arts classes: they allow you to develop aesthetic experiences, form an interest in music, develop the child’s musical and sensory abilities, the ability to move to the beat, spatial coordination;

blue color - classes on speech development and familiarization with the environment: learning native and foreign languages occurs through familiarization with works of folk art and fiction;

purple color - mathematics: teaching mathematics takes place in an atmosphere of goodwill, support for the child, even if he has made a mistake, the desire to express his opinion is encouraged; Children not only learn mathematics, but also master the skills of educational activities: they determine the task, the direction of the search, and evaluate the results.

The comprehensive program of upbringing, education and development of preschool children "Rainbow", created by the team of authors from the laboratory of the Institute of General Education under the leadership of Professor T.N. Doronova is over 10 years old.

The authors managed to create a pedagogical system that allows the teacher to feel like a free and creative person and encourages an attentive attitude towards each growing child. In "Rainbow" the task of creating an atmosphere of psychological comfort for children in kindergarten, conditions for a joyful and meaningful experience of preschool childhood was raised for the first time; a system of personality-oriented education and development of children was proposed for the first time.

The program, focused on universal, humanistic values, provides for filling the work with certain content, taking into account regional characteristics. First of all, this concerns the physical development, health of preschool children, as well as their introduction to the national culture.

The work of a teacher consists of three equally necessary components:

implementation of the general tasks of mental development set in the program,

implementation of the regional component of upbringing and education.

the goals of a particular educational institution and the interests of each child in the group and his parents.

The problem of preparing children for school is solved in a comprehensive manner in the program.

It includes:

development of communication skills,

development of self-care skills,

familiarization with the basics of life safety,

the development of children's speech, the ability to voluntarily control the processes of attention and memorization, the ability to manage their behavior in accordance with accepted rules, as well as special training implemented in classes on the formation of elementary mathematical concepts and the development of the beginnings of logical thinking in children, initial acquaintance with letters, the development of speech and cognitive development.

The work process is not limited to classes and is carried out in different forms depending on the age of the children. Methods for conducting classes in various types of activities are structured in such a way that the program task can be implemented on various materials, varied by the teacher depending on and in accordance with the desires and interests of specific children. The idea that children have their inalienable rights has been introduced into the program of work in preschool institutions. The teacher’s task is to ensure that the rights of each child are respected by all other children and adults.

All of the above allowed the Rainbow program to become widespread in preschool institutions; it was appreciated by both parents and educators.

The socio-economic changes taking place in recent years have influenced the development and improvement of the education system. In preschool education, there is a clear tendency to introduce variable programs into the practical activities of preschool institutions. And although most of the most famous and widespread programs are comprehensive, we can nevertheless note that the tasks and conditions of speech development are not presented equally in them.

Let us consider to what extent modern programs for preschool educational institutions reflect the basic requirements and criteria for the level of speech development of children of senior preschool age. For this purpose, the content of the most common programs was analyzed, and especially the tasks of the speech development of children in the preparatory group for school, the basic requirements for the speech of children by the end of their education in kindergarten.

Basic child development program for preschoolers "Origins". The goal of this program is the comprehensive, full development of the child, the formation of his universal qualities, including creative abilities, to a level corresponding to the age-related capabilities and requirements of modern society.

The program is focused on achieving the standard of education. It is based on the concept of psychological age as a stage, a stage of child development, characterized by its structure and dynamics.

A new approach to teaching literacy in older preschool age is based on the unity of reading, writing and counting as “general cultural skills”; using all types of activities available to children to form their prerequisites; organizing a new community of children - a group of peers. The Social Development section includes the subsection “Speech and Speech Communication,” which highlights the characteristics of age-related capabilities, development goals, content and conditions of pedagogical work, where development indicators are defined: by the age of 7, the child must correctly pronounce all the sounds of his native language, master spoken language, show interest in stories, use different parts of speech in statements, show a critical attitude to speech. In the “Cognitive Development” section, there is a “Literacy” subsection, which consists of characteristics of age-related capabilities and development tasks. It has been determined that by the age of 7, a child should read smoothly and clearly, syllable by syllable and whole words, write words in a notebook, know the rules of “zhi-shi”, “cha-sha”, “chu-shu”, know all the letters of the alphabet.

In the variable program of development and education in kindergarten “Childhood”, special sections are dedicated to the tasks and content of children’s speech development and familiarization with fiction: “Developing children’s speech”, “Child and the book”. These sections contain for each group a description of the traditionally distinguished tasks: the development of coherent speech, vocabulary, grammatical structure, and the education of a sound culture of speech. The program is distinguished by the fact that at the end of the sections, criteria are proposed for assessing the level of speech development. This is especially important in older preschool age, when it is necessary to determine the level of development of knowledge and skills before school. It is especially important that the program clearly identifies (in the form of separate chapters) and meaningfully defines speech skills in different types of activities.

At the end of the senior preschool age, a section “Soon to school” is highlighted, where the main indicators of the child’s development before entering school are clearly presented. The main directions in the development of speech in children of senior preschool age:

development of speech creativity, expressiveness of speech;

development of individual abilities for speech activity;

preparation for reading, reading.

A high level of speech development at the end of kindergarten is considered to be continuous reading of short texts, mastery of all means of sound analysis of words, and determination of the basic qualitative characteristics of sounds in a word.

The "Gifted Child" program is a version of the "Development" program designed for educational work with children of the sixth and seventh years of life who have a high level of mental development. It significantly deepens the content of familiarization with fiction in the section “Development of speech and familiarization with fiction.”

In the preparatory group for school, work is carried out in three directions: 1) introducing children to fiction, getting to know different aspects of reality. The proposed literature is arranged according to the complexity of the content. One of the main lines of work is the development of emotional responsiveness to works of children's literature; 2) mastering the means of literary and speech activity: familiarizing children with the means of speech expressiveness; mastery of lexical and grammatical culture, development of coherent and expressive speech.

Particular attention is paid to storytelling from a presentation without relying on the subject. 3) development of mental abilities based on familiarization with children's fiction - tasks for the development of children's thinking and imagination.

"Program for the development of speech for preschool children in kindergarten." Prepared on the basis of many years of research conducted in the speech development laboratory of the Institute of Preschool Education under the direction of F.A. Sokhina and O.S. Ushakova. It reveals the theoretical foundations and directions of work on the development of children's speech skills. The program is based on an integrated approach to speech development in the classroom, the relationship of different speech tasks with the leading role of the development of coherent speech. Particular emphasis is placed on the formation in children of ideas about the structure of a coherent utterance, about the methods of connection between individual phrases and its parts. The content of the tasks is presented by age groups. This material is preceded by a description of the speech development of children.

In connection with the change in the priorities of modern preschool education, a significant modification of the content of the previous “Program of education and training in kindergarten” was also required. It is no secret that the number of preschool educational institutions that continue to operate under this program is quite large. Preschool workers, forced to reckon with the realities of new times, independently introduce into the established document tasks and content from other programs created on different conceptual foundations.

To achieve the goals of the program, the following are of paramount importance:

* care for the health, emotional well-being and timely comprehensive development of each child;

* creating in groups an atmosphere of humane and friendly attitude towards all students, which will allow them to be raised sociable, kind, inquisitive, proactive, striving for independence and creativity;

* maximum use of a variety of children's activities; their integration in order to increase the efficiency of the educational process;

* creativity (creative organization) of the process of education and training;

* variability in the use of educational material, allowing the development of creativity in accordance with the interests and inclinations of each child;

* respectful attitude towards the results of children's creativity;

* ensuring the development of the child in the process of education and training;

* coordination of approaches to raising children in preschool and family settings. Ensuring family participation in the life of kindergarten and preschool groups as a whole;

* maintaining continuity in the work of kindergarten and primary school, excluding mental and physical overload in the content of the education of a preschool child.

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MINISTRY OF EDUCATION AND SCIENCE OF THE RF

FGBOUHPE" TUVA STATE UNIVERSITY"

KYZYL PEDAGOGICAL COLLEGE

Test

by subject" Theoretical basis of contentIand organization

preschool education"

on the topic: Program" Rainbow"

Kyzyl - 2013

RAINBOW PROGRAM

“Rainbow” is a comprehensive program for the upbringing, education and development of preschool children, according to which kindergartens in Russia operate. The program ensures the comprehensive development of the child; its most important components are play and physical development, the formation of habits for a healthy lifestyle, and provision of mental comfort for each child.

For classes under this program, sets of manuals for preschoolers on all types of activities and methodological recommendations for educators have been created.

Purpose of the program- to form such personality qualities as good manners, independence, determination, the ability to set a task and achieve its solution. The formation of knowledge, skills and abilities is considered not as an end in itself, but as one of the means of educating and psychological development of a child.

They put forward before the teachers general tasks:

To create the opportunity for the child to live these years joyfully and meaningfully;

Ш ensure the protection and strengthening of his health (both physical and mental);

Ш promote comprehensive and timely mental development;

Ш to form an active and careful and respectful attitude towards the surrounding world;

Ш to introduce to the main spheres of human culture (work, knowledge, art, morality, etc.).

The program is based on the idea that every year of a child’s life is decisive for the development of certain mental developments. The effectiveness of the educational process depends on how specific pedagogical work is focused on the formation of these new formations: goal-setting, purposefulness of children's activities (in early preschool age); going beyond the limits of reality and interest in the sign system (in middle preschool age); arbitrariness of mental processes (in older preschool age).

The pedagogical work provided for in the program is based on theoretical positions on the leading role of activity in the mental development of a child and the formation of his personality. The creation of special conditions opens up a wide field for children’s independent actions, stimulates the setting of new goals, and allows them to look for their own solutions.

Those changes in the activities of children that can be achieved at the age of 4-5 years are a natural consequence and continuation of fundamental changes in the activities of the child, which are formed between the ages of two and three years. This is when children develop the ability to set goals. This means that before the start of actions, the child already knows what he wants to get at the end of them - in other words, he has some idea, some image of the future result.

Further development of goal setting follows the emergence of chains of interconnected goals: build a garage for a car of the appropriate size, build a train out of chairs, a house out of sand, etc.

Another important line of development of activity is the child’s attitude towards the product of such purposeful actions. If at first the child is satisfied with any result, then later, in the fourth year of life, he has certain requirements for the quality of the expected result.

The next step in the development of goal setting is the ability, based on what has been achieved, to set new goals arising from the results obtained. The goal system can unfold over a long period of time, weeks. This means that more general plans are recorded by the child and find their implementation. The ability to independently develop a system of goals arising from each other is an important condition for independent and creative activity.

An essential point in pedagogical work is also the creation of motivation that encourages children to master what an adult would like to form in them. At the same time, such techniques are needed that would ensure the emergence of the necessary motivation in the majority of children. The authors of the program identify three types of motivation with which you can encourage children to willingly learn new things that adults will teach them: play motivation, communication motivation and personal interest motivation. The “Guide” gives their specific description in relation to different sections of the work.

The authors of the program called it "Rainbow" by analogy with a seven-color rainbow, since it includes seven most important types of children’s activities and activities, during which the child’s upbringing and development occurs:

Physical education (the most important subject -- Red color);

The game (which is the basis of the program - Orange color);

Fine art and manual labor (based on familiarity with decorative folk art - yellow);

Construction (development of imagination - green color);

Musical and plastic arts classes (formation of aesthetic experiences - blue);

Classes on speech development and familiarization with the outside world ( Blue colour);

Mathematics ( purple).

The authors urge those teachers who want to work under the Rainbow program to first of all understand what a child of a given age is like and to love him for his individuality. The developed scientific and methodological system of pedagogical creativity of the Rainbow program is quite labor-intensive and requires a high culture of work organization. Therefore, the methodological recommendations for each age group provide approximate planning of pedagogical work for the year, reveal the content of work during the day: a list and duration of individual elements of the daily regimen, as well as their methodological content, purpose and means.

An educational and methodological complex has been developed for the program to help teachers implement this program.

comprehensive rainbow program for preschoolers

1. Some didactic games of the Rainbow program

One of the main objectives of the program is to develop an active and caring attitude towards the environment.

Goal: formation of ecological culture of children

When using didactic games, the following tasks are solved:

2. Formation of ecological ideas about plants

3. Formation of ecological ideas about objects and phenomena of inanimate nature

4. Formation of an environmentally careful attitude towards natural objects

P examples of didactic games for each educational task:

1. Formation of ecological ideas about the animal world

Games with objects

A game.Who eats what?

Target. Strengthen children's ideas about animal food.

Progress of the game. Children take out from the bag: carrots, cabbage, raspberries, cones, grains, oats, etc. They name it and determine which animal eats this food.

A game.What first - what then?

Target. To consolidate children's knowledge about the development and growth of animals.

Progress of the game. Children are presented with objects: an egg, a chicken, a model of a chicken; kitten, cat; puppy, dog. Children need to place these items in the correct order.

Printed board games

Game "Four Pictures"

Target. Strengthen children's ideas about the surrounding nature, develop attention and observation.

Progress of the game. The game consists of 24 pictures depicting birds, butterflies, and animals. The presenter shuffles the cards and distributes them equally to the game participants (from 3 to 6 people). Each player must pick up 4 cards that are identical in content. The player who begins the game, having examined his cards, passes one of them to the person sitting on the left. If he needs a card, he keeps it for himself, and any unnecessary one also passes on to the neighbor on the left, etc. Having picked up the cards, each player places them face down in front of them. When all possible sets have been selected, the game ends. Participants in the game turn over the collected cards and lay them out four at a time so that everyone can see them. The one with the most correctly selected cards wins.

Word games

Game “Who Lives in the House?”

Target. To consolidate children's knowledge about animals, teach them to imitate their voices.

Progress of the game. Children depict familiar animals sitting in houses. The teacher goes around the houses in turn, knocks on each one and says: “Knock-knock-knock, who lives in this house?” Children answer: “Mu-mu-mu!”, “Be-e-e”, “Meow-meow!” etc. The teacher guesses who lives in the house.

Game "Guess who it is?"

Target. Strengthen children's understanding of the characteristic features of wild and domestic animals.

Progress of the game. The teacher describes the animal (its appearance, habits, habitat...) the children must guess who they are talking about.

2. Formation of ecological ideas about plants

Games with objects

Game "Children on a Branch"

Target. To consolidate children's knowledge about the leaves and fruits of trees and shrubs, to teach them to select them according to their belonging to the same plant.

Progress of the game. Children look at the leaves of trees and shrubs and name them. At the teacher’s suggestion: “Children, find your branches” - the children select the corresponding fruit for each leaf. This game can be played with dried leaves and fruits throughout the year. The children themselves can prepare the material for the game.

Game "Find what I'll show you"

Didactic task. Find an item by similarity.

Equipment. Place identical sets of vegetables and fruits on two trays. Cover one (for the teacher) with a napkin.

Progress of the game. The teacher briefly shows one of the objects hidden under the napkin and removes it again, then asks the children: “Find the same one on another tray and remember what it’s called.” Children take turns completing the task until all the fruits and vegetables hidden under the napkin are named.

Printed board games

Game "Magic Train"

Target. To consolidate and systematize children’s ideas about trees and shrubs.

Material. Two trains cut out of cardboard (each train has 4 cars with 5 windows); two sets of cards with pictures of plants.

Progress of the game: On the table in front of the children there is a “train” and cards with pictures of animals. Educator. In front of you is a train and passengers. They need to be placed in the carriages (in the first - bushes, in the second - flowers, etc.) so that one passenger is visible in each window. The first one to place the animals correctly in the carriages will be the winner.

Similarly, this game can be played to consolidate ideas about various groups of plants (forests, gardens, meadows, vegetable gardens).

Word games

Game “Find what I’ll tell you about”

Didactic task. Find objects using the listed characteristics.

Equipment. Vegetables and fruits are laid out along the edge of the table so that the distinctive features of the objects are clearly visible to all children.

Progress of the game. The teacher describes in detail one of the objects lying on the table, that is, names the shape of vegetables and fruits, their color and taste. Then the teacher asks one of the children: “Show it on the table, and then name what I told you about.” If the child has completed the task, the teacher describes another object, and another child completes the task. The game continues until all children guess the item from the description.

3. Formation of ecological ideas about natural objects and phenomena

Games with objects

Game "When does this happen?"

Target. Clarify children's ideas about seasonal phenomena.

Progress of the game. Children are offered leaves of different plants with different colors, cones, a herbarium of flowering plants, etc. depending on the time of year. Children need to name the time of year when there are such leaves, branches, flowers.

Game "What is this?"

Target: clarify children's ideas about inanimate objects.

Material: natural - sand, stones, earth, water, snow.

Progress of the game. Children are offered pictures and, depending on what is drawn on it, they need to arrange the natural material accordingly and answer what is it? And what is it? (Large, heavy, light, small, dry, wet, loose.) What can you do with it?

Printed board games

Game “When is this?”

Target. Clarify children's ideas about seasonal phenomena in nature.

Progress of the game. Each of the children has object pictures depicting snowfall, rain, a sunny day, cloudy weather, hail is falling, the wind is blowing, icicles are hanging, etc. and story pictures with images of different seasons. Children need to correctly arrange the pictures they have.

Word games

Game "When does this happen?"

Target. Clarify and deepen children's knowledge about the seasons.

Progress of the game.

Option 1. The teacher reads alternately short texts in poetry or prose about the seasons, and the children guess.

Option II. The teacher names the time of year, and the children take turns answering what happens at this time of year and what people do. If someone is at a loss, an adult helps with questions. Methods of teaching the game. Every new game needs to be taught to children. Training is gradual.

In younger groups, at the first stage, the teacher plays the game together with the children. As the game progresses, he communicates one rule and immediately implements it; during repeated plays, he communicates additional rules. At the second stage, the teacher switches off from active participation in the game - he leads from the side: helps the children, directs the game. At the third stage, children play independently. The teacher only observes the children's actions.

Starting from the middle group, the path to learning to play is different. The teacher explains the content of the game, first identifying 1-2 important rules. As the game progresses, he once again emphasizes these rules, shows game actions, and gives additional rules. Thus, teaching the game at the first stage is a story about the content, familiarization with the rules during the game.

At the next stage, children play independently. The teacher watches the game, helps, corrects mistakes, resolves conflicts. When interest in the game disappears, the teacher gives a new version of it.

Formation of an environmentally friendly attitude towards nature

Board-printed games

A game"Taking care of plants"

Target. To consolidate children's ideas about different ways to care for plants.

Material. Cards with a picture of a watering can, spray bottle, brush, scissors; 7-8 indoor plants.

Children sit at a table on which there are cards depicting items needed to care for plants. Children need to determine what kind of care a particular plant needs and what tool is used to perform it - the children show the corresponding card. Whoever answers correctly will take care of this plant after the game.

I would like to note that the didactic games presented in the work are only a small part of the system of using didactic games as one of the means of environmental education for preschool children.

List of used literature

1. Nikolaeva S.N., Komarova I.A. Story-based games in environmental education of preschool children. M., 2003

2. Nikolaeva S.N. Environmental education of younger preschoolers. M., 2002

3. http://www.maaam.ru/ Program “Rainbow” / Doronova T.N. M., 2003.

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Structural and content characteristics

The Rainbow program proposes to divide the work on environmental education into two sections: “Living Nature” and “Inanimate Nature”. In classes, children gain knowledge about plants and animals as kingdoms: the plant kingdom and the animal kingdom. The plant kingdom is in turn divided into wild and cultivated plants.

Wild plants are those that live, grow and develop without human effort, and cultivated plants are those in whose growth, development and life humans take an active part. The authors recommend that when introducing children to plants, they take into account the specifics of the region and the area where the children live. For example, those who live on the sea coast should be introduced to marine plants; When classifying indoor plants, you should start with those that are in the group, kindergarten, etc. Classes are conducted to expand children's understanding of the world of plants through entertaining stories (historical facts, the “language of flowers,” plants listed in the Red Book). It is recommended to conduct a system of classes with children to familiarize themselves with plants.

Lesson topics: “The Plant Kingdom”, “Cultivated Plants”, “Wild Plants”, “Amazing and Beautiful”.

The authors subdivide the animal kingdom not by classes and species, but by their relationships with humans, i.e. on wild and domestic animals. Children are given knowledge that domestic animals include species that have lived next to humans for thousands of years (cows, sheep, pigs, goats), and wild animals are those that cannot live with humans. They take care of themselves, live by their own laws.

In this way, the child is led to understand the special role and place of man in nature:

man is not the master of nature, but only a part of it;
is obliged to take into account everyone living on Earth;
must rationally use the gifts and riches of nature.

Lesson topics: “The Animal Kingdom”, “Domestic Animals”, “Wild Animals”, “The Amazing Things About Animals”.

In older preschool age, children only accumulate cognitive baggage containing knowledge and information about inanimate nature. The authors propose to convey specific facts and information to children in the classroom through major educational topics: “Atmospheric phenomena” - the origin of clouds, clouds, rain, lightning; “Diversity of Nature” - stories about different climatic zones; “Seasons” - general conversations about winter, spring, summer, autumn; “Solar System” - educational stories about the planets and other celestial bodies, about the dependence of the onset of day, night, evening and morning on the position of the Earth in relation to the Sun; “Amazing in Stone” - educational stories about various stones, their origin, role in the lives of people at different times.

The “Rainbow” program orients teachers towards carrying out work activities, but not in the classroom, but in everyday life. The authors recommend growing cultivated plants (from seeds and bulbs) in a group; they even allow children who show a clear interest and love for caring for indoor plants to bring their own flowers to the group (provided that the children will care for them independently).

The authors consider conversations on educational topics to be one of the forms of obtaining information; they recommend constructing them in such a way that the teacher’s questions help children organize their existing ideas, clarify and expand them. As a result of the conversations, the child must realize and understand the various patterns of our world, receive new information (conversation about fruits, “My favorite day of the week, year,” “Animals we know,” etc.).

"Rainbow" provides a significant number of lessons about plants, animals, and the structure of the solar system. Preschoolers receive a lot of knowledge, but not enough environmental knowledge. Frequent use of the verbal method is expected: the teacher's story, explanation instead of observation, there is no experimental work at all, little attention is paid to work in nature. Everything is given to children ready-made, i.e. They get all the information from the teacher’s story. This program is designed mainly for obtaining ready-made knowledge, and not for practical activities of children.

In the Rainbow program, the arsenal of pedagogical guidance for children’s cognitive activity includes analysis and discussion of problem situations, but there is no specific experimental work.

Subject development environment

Educational and methodological support

The program has a set of methodological support for each age group for teachers, children, and parents. Edited by M.A. Vasilyeva, V.V. Gerbova, T.S. Komarova.

Zebzeeva V.A. Development of elementary natural science concepts and environmental culture of children: Review of preschool education programs. - M.: Sfera, 2009.

RAINBOW PROGRAM

For classes under this program, sets of manuals for preschoolers on all types of activities and methodological recommendations for educators have been created.

They put forward before the teachers general tasks:

To create the opportunity for the child to live these years joyfully and meaningfully;
Ш ensure the protection and strengthening of his health (both physical and mental);
Ш promote comprehensive and timely mental development;
Ш to form an active and careful and respectful attitude towards the surrounding world;
Ш to introduce to the main spheres of human culture (work, knowledge, art, morality, etc.).

Further development of goal setting follows the emergence of chains of interconnected goals: build a garage for a car of the appropriate size, build a train out of chairs, a house out of sand, etc.

-- physical education (the most important subject -- Red color);
-- game (based on the program -- Orange color);
-- fine arts and manual labor (based on familiarity with decorative folk art -- yellow);
-- construction (development of imagination -- green color);
-- classes in musical and plastic arts (formation of aesthetic experiences -- blue);
-- classes on speech development and familiarization with the outside world ( Blue colour);
-- mathematics ( purple).

An educational and methodological complex has been developed for the program to help teachers implement this program.

comprehensive rainbow program for preschoolers

1. Some didactic games of the Rainbow program

One of the main objectives of the program is to develop an active and caring attitude towards the environment.

Goal: formation of ecological culture of children

When using didactic games, the following tasks are solved:

1. Formation of ecological ideas about the animal world
2. Formation of ecological ideas about plants
3. Formation of ecological ideas about objects and phenomena of inanimate nature
4. Formation of an environmentally careful attitude towards natural objects